关键词： 教师资格证
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Step 1 Pre-reading
Present some pictures. (Window of the World, Happy Valley, etc.)
Q1: Can you tell if it is a park from these pictures?
Q2: What’s the main attraction?
Q3: What can you see and do here?
Q4: What’s your feeling in these parks?
设计意图：此活动从内容上和语言上均与学生将要阅读的内容有紧密联系，激活了他们已有的背景知识，可为学生搭建联系新旧知识的桥梁。
Step 2: while-reading
1. Skimming
Read the text to find out the three theme parks that the write talks about.
Park 1: Disneyland
Park 2: Dollywood
Park 3: Camelot
设计意图：让学生速读找出文章主要涉及的主题公园，引导学生关注为何选择这样三个主题公园，思考各自的特色，从而更好地完成以下活动。
2. Detailed reading
Read the passage again and try to find out the key information of each theme park.
parks
location
theme
Activities
Disneyland
In several parts of the world
A magical world (fairy and cartoon character)
. travel through space
. visit a pirate ship
. see Snow White or Mickey Mouse
. meet favorite fairy tale or Disney cartoon character
. has many exciting rides
Dollywood
In the Smokey mountains in the southeastern USA
America’s traditional southeastern culture
. see country music groups perform
. see carpenters and craftsmen mask objects in the old-fashioned way
. try traditional candies
. ride on the only steam-engine train
. watch bald eagles
. ride on Thunderhead
Camelot
In England
Ancient English history
. watch magic shows
. visit the jousting area wher you can see fighting with swords or horseback.
. visit the farm area and learning about farms in ancient England
3. Discuss the question “What are theme parks?” in groups.
(keys: For one thing, each theme park is based on a certain theme to attract people who are interested in. for another, theme parks can also be educational and can offer useful information. )
设计意图：在学生细读后，对段落内容进行整理、归纳和提炼。这部分对文章表层信息的寻查，与热身环节的测试活动紧密相关，有助于学生在阅读过程中验证测试，利用测试辅助理解，从而抓住文章主旨。在感知和理解文本的同时渗透与主题密切相关的词汇学习，学生在理解词汇的同时，也可以加深对一些历史背景的理解。
Step 3: post-reading
(1)探究体验，整理语言知识
Activity 1: think wher you would see such kind of writing.
(we would see this kind of writing in a magazine or perhaps in some kinds of newspaper or on the website.)
Activity 2: discuss the following questions:
Q1: What’s the purpose of such kind of writing?
( to introduce and recommend a park)
Q2: How do you know? (from the characteristics of expressions.)
Activity 3: Read the text again to find out the language used to introduce and recommend a theme park.
Theme parks
Language used to express introduction and recommendation
Disneyland
It can be found…; it will bring you into….
As you wander, you may see…; also has….
With all these attraction, no wonder…
If you want to …come to…
Dollywood
…is one of the most unique;
…shows and celebrates;
Although…the main attraction is…
You can even see…
Come to … to have fun learning.
Camelot
If you want to experience…is the place for you
In one place, you can….
If you want to see…then.. is a good place for visit
Do you like…? Then visit…
To enter a world of …., come to…
(2)归纳加工，体会语言的功能性
Activity 4: think out some other expressions about introduction and recommendation.
Other expressions about introduction and recommendation
It would be a good chance for you if you experience…
Don’t miss…
You’ll never forget…
It is a place with….history.
It is home to many sights that…
Nothing is more beautiful than…
设计意图：Q2可以引导学生对文本语言进行探究。Activity 4旨在适当拓展，举一反三，丰富相关语言知识。此环节进一步按照语言功能整理有关推介语言的相关句型，便于学生记忆、存储、丰富学生有关此类话题的语言图式。
Step 4: using the language
(1)巩固性练习
____the world-famous house wher William Shakespeare was born in 1564 and wher he grew up. This house has welcomed visitors travelling from all over the world, for over 250 years.
____ the highly-praised exhibition Shakespeare’s World, ____ a lively and full introduction to the life and work of Shakespeare.
____wher Shakespeare grew up, ________ discover examples of furniture and needlework from Shakespeare’s period.
_____ here is the traditional English garden, in which you can plant trees and flowers mentioned in the poets’ works.
______ more about the poet’s childhood, then the birthplace is _____. It is tithing an easy waling distance of all the car parks shown on the map. ________ the Shakespeare Coffee House opposite the birthplace.
Shakespeare House_____ the culture of Renaissance. ______ to have fun and more than fun.
设计意图：选择一篇介绍莎士比亚故居的文章，将文章中反映推介的词汇删除，让学生进行填空练习。这一活动充分关注学生情感体验，将枯燥乏味的句型练习变成了使用句型表达内心情感的需求，活动生动有趣，同时帮助学生对所学信息和语言进行重组、加工和内化，并在运用过程中理解所学语言的交际功能，促进语言知识的迁移，形成语言运用能力。
(2)书面表达
Suppose you are the guide of a Travel Agency. Write an introduction to Hongcun based on the following pictures and persuade tourists to have a visit. (location, theme and activities are included)
设计意图：创设更为具体的情境，提出更为明确的要求，选择安徽学生较为熟悉的黄山宏村，分别让学生介绍其地理位置、主题和宏村的主要文化活动。学生可以利用已学知识和已有经验完成书面表达，在完成任务中进一步迁移内化知识，发展语言运用能力。
案例评述：
在阅读过程中，引导学生抓住主题公园的location, theme和activities这一主线，把我文章逻辑结构，帮助学生更充分地理解文章主旨和细节，更好地体会文章的特点。在语言知识处理过程中，引导学生抓住文章的表达方式，梳理出关于“推介”语言，避免学生把主要精力放在脱离语境的词、结构上，很好地引导了学生关注语言知识在语境中的运用。在语言实践活动中，教师创设了“导游介绍莎士比亚故居”这一情景，实现从课文情景到现实情景的转换，为学生积极参与口头操练，顺利完成书面表达搭建了良好的平台。学生在口头操练和书面表达中进行了充分的语言实践，为学生的语言运用能力形成提供了保障。
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